Children Adopt the Traits of Characters in a Narrative

Abstract

Adults adopt the traits of characters in narratives, but little is known about whether children do so. In Study 1, 7- and 10-year-olds (N = 96) heard a 2.5-minute recording about a professor or cheerleader. Reporting higher engagement in the professor narrative related to more time playing with an analytical toy (a Rubik's cube), whereas reporting higher engagement in the cheerleader narrative related to less time playing with Rubik's cube. However, although children were randomly assigned to a narrative, within condition children may have had preexisting personality diNerences causing them both to become more engaged in that narrative and also to behave more like that character aferwards. To control for this possibility, in Study 2 children (N = 104) were given perspective-taking or objective instructions. Interestingly, both instructions created higher engagement than in Study 1, resulting in main eNects of narrative. Children in the professor condition, compared to those in the cheerleader condition, spent more time playing with Rubik's cube and self-reported higher levels of professor-relevant characteristics (e.g., smart, good at teaching). Tese studies show that, by the elementary school years and particularly when highly engaged in a narrative, children adopt the traits of a narrative's central character.